CRESL - Past Projects
'E-scape', developing e-learning in GCSE science course work. In collaboration with Goldsmiths College London and Sheffield Hallam University, funded by a 45K grant from BECTA.
The e-scape project began in 2004 with a proposal to QCA/DfES for a digital approach to design and technology coursework portfolio assessment. It is currently in phase 3 which involves extending the concept to other subjects - science and geography. Three-hour science activities (focusing on 'road safety' and 'reaction time') are being developed and piloted with GCSE groups in three schools, with a view to assessing students' scientific capability using hand-held devices in February 2008. The activities will then undergo a full trial in other schools from April 2008. Please see attached progress report for the science element being undertaken at Bath Spa University.
e-scape assessment of primary scientific and technological understanding (2009-10) Funded by the AstraZeneca Science Teaching Trust, this project worked with teachers from eight primary schools to develop assessment tasks based on the e-scape dynamic e-portfolio system, as an alternative to the recently discontinued Key Stage 2 Science SATs in England. The tasks assessed children's enquiry skills in science and design & technology, and were developed to address Assessing Pupil Progress (APP) criteria. A joint task to investigate the stickiness of different tapes was used to assess 155 pupils across all eight schools, which yielded a high degree of reliability between teachers' judgements when assessed online. The findings have been published in Primary Science and will be in a special issue of the International Journal of Technology and Design Education.
Eco-monitoring at Key Stage 2
This project, funded by a grant of 46.5K from the AstraZeneca Science Teaching Trust in 2008-9, involves CRESL working with a local industry partner, ScienceScope; the environmental charity Envolve and the Science Learning Centre South West to introduce Y5 pupils in 10 local schools to datalogging linked to GPS technology in order to map the environmental indicators within and around their schools, presenting their data graphically on Google Maps and Google Earth. The project launched on 19th September 2008. For more information please see the projects link in the main School of Education research page.
Evaluation of the Active Learning in Primary Science Project (ALPS), funded by a grant of �5K from the Science Learning Centre South West.
The Centre was approached by the Science Learning Centre South West (SLCSW) in June 2007 to undertake a largely retrospective evaluation of the Active Learning in Primary Science (ALPS) project. This project, running from January to September 2007, was a collaboration between Bristol Local Authority, SLCSW, the At-Bristol hands on science centre in which SLCSW is located, and two nationally respected primary science consultants, Anne Goldsworthy and Bob Ponchaud. The project was funded by a �70K grant from Bristol LA and aimed to provide intensive support in science curriculum development to 10 Bristol primary schools through a package of centre-based CPD, school-based workshops with classes of Y5 and Y6 pupils, visits to At-Bristol and school-based consultancy support by an Advanced Skills Teacher attached to the project.
Improving Science Together (IST) Project
The Improving Science Together (IST) project (2000-2002) sought to address some of the issues surrounding cross-phase continuity and progression in science through the collaborative planning and implementation of 'link projects' to bridge the primary-secondary transfer. The IST project, funded by the AstraZeneca Science Teaching trust and implemented in partnership between the schools, local authority advisory staff and the primary science team at Bath Spa University, had as its main focus the development of continuity and progression in pupils' procedural skills of scientific enquiry through targeted formative assessment.
Associated publications and conference papers:
Davies, D. and McMahon, K. (2004) A Smooth Trajectory: Developing
Continuity and Progression between Primary and Secondary Science Education
through a Jointly-Planned Projectiles Project, International Journal of
Science Education, 26(8): 1009 - 1021.
McMahon, K. and Davies, D. (2003) Assessment for Enquiry: Supporting
Teaching and Learning in Primary Science, Science Education International,
14(4): 29-39.
McMahon, K. and Davies, D. (2003) Building Bridges Between Primary and
Secondary Science for Children and Teachers, Primary Science Review, 80:
7?9.
Davies, D. and McMahon, K. (2003) The use of link projects within an
industrial context to improve continuity and progression between primary and
secondary science education, in Loo, S., Aminah, A., Yoong, S., Azian, T.
S., Lee, W. and Toh, S. C. (Eds.) Proceedings of ICASE 2003 World Conference
on Science and Technology Education, Penang, Malaysia 7-10 April 2003:
580-587.
McMahon, K. and Davies, D. (2003) Improving assessment and focussed teaching
of scientific enquiry in primary schools, ICASE 2003 World Conference on
Science and Technology Education, Penang, Malaysia 7-10 April 2003 (not in
proceedings).
National Endowment for Science, Technology and the Arts (NESTA)
In 2004 the team won a contract to evaluate the impact of support given by the UK government?s National Endowment for Science, Technology and the Arts (NESTA) to various projects under the general heading of ?science learning? over a four-year period (2000 - 2004). Findings emerging from the study indicate that NESTA is an imaginative and risk-taking project funder, supporting innovative approaches to science education typically involving special events or producing web-based resources or other e-learning outcomes, typically with strong environmental, technological or creative themes.
Associated publications and conference papers:
Davies, D., Eden, C., Howe, A. and McMahon, K. (2005) Evaluating NESTA's Science Learning Programme, unpublished paper given at BERA 2005, University of Glamorgan, 14-17 September.
Davies, D. (2007) Evaluating NESTA's support for science learning, Evaluation and Research in Education 20 (1): 3-31.